DOCSLIB.ORG

Climate Resilient Farmer Field Schools Handbook

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Climate Resilient Farmer Field Schools Handbook Climate Resilient Farmer Field Schools Handbook 2020 PB i ii iii Acknowledgements This Guidebook was produced by Ocircan p’Rajom Michael, Oroma George William, Osumba Joab and Dr. Recha John, with input from country training teams and participants of the first round of CR-FFS training workshops. The trainings were sponsored by The Climate Resilient Agribusiness for Tomorrow (CRAFT) project; funded by the Netherlands Ministry of Foreign Affairs and implemented by SNV Netherlands Development Organisation in partnership with Wageningen University and Research, CGIAR’s Research Program on Climate Change, Agriculture and Food Security, Agriterra, and Rabo Partnerships Kenya: Gitonga Jaffari Japhet, Mbingo Joyce, Mugo Charles Njine, Nthenya Victoria, Nyabundi Tom K. , Nzoka Oscar, Orwa Dan, Simiyu Metrine N. and Wambugu John Baptista Tanzania: Kabuka Godfrey, Malley Zacharia, Mlengera Ndebhemeye, Mmari William, Mwaisoba Kissa, Mwakasendo Juliana, Nkenja Emmanuel and Urio Pia Uganda: Aloka Bonny, Azu Albert, Egabu Joseph, Kebirungi James, Kizito Sam, Kule Enos, Dr. Obia Alfred, Obong Sam, Okot4 David Ojara , Dr. Odongo Walter and Otim Fred, ii iii Abbreviations and Acronyms AESA Agro-ecosystem Analysis CF Contract Farming CFS Climate Field School CGS Crop Growth Stage CIS Climate Information Services CR-FFS Climate Resilient Farmer Field School CSA Climate Smart Agriculture DAP Days After Planting FAO Food and Agriculture Organisation of the United Nations FFS Farmer Field School GAP Group Action Plan GHGs Green House Gases GR Green Revolution IPM Integrated Pest Management IPM-FFS Integrated Pest Management Farmer Field School IPPM Integrated Pest Production Management LLL Linking Local Learners PGN Practical Gender Needs PM&E Participatory Monitoring and Evaluation PRA Participatory Rural Appraisal PTD Participatory Technology Development SGN Strategic Gender Needs SOP Standard Operational Procedures ToF Training of Facilitators ToT Trainer of Trainers iv 1 Table of Contents Table of Contents...........................................................................................................................1 Preface............... ...........................................................................................................................4 Module 1: Climate Resilient Farmer Field School Preparation for CSA .................................5 Unit 1: Introduction to climate resilient Farmer Field School for CSA ...................................6 Session 1: Farmer Field School Background and principles..................................................6 Background to FFS (Duveskog, 2008) ..........................................................................................7 Common PRA tools in FFS .........................................................................................................14 What motivates adult to learn ......................................................................................................16 Unit 2: Farmer Field School Groundwork and Entry Point ....................................................18 Session 2: Entry into the community ......................................................................................18 Initial survey……………………. ...................................................................................................18 Community awareness raising meeting.......................................................................................19 FFS Entry point (Community Based Climate Change Adaption) .................................................19 Identifying FFS Focal Activity (FFS Study Enterprise specific problem) .....................................22 Unit 3: Farmer Field School Formation and Formalization ...................................................24 Session 3: FFS establishment..................................................................................................24 Group Formation….. ....................................................................................................................24 Group Formalization ....................................................................................................................24 Storming…………. .......................................................................................................................26 Norming………….. .......................................................................................................................26 Rules and guidelines ...................................................................................................................26 Farmer Field School Structures and Leadership .........................................................................26 Unit 4: Planning for FFS Implementation ................................................................................28 Session 4: Group Action Plan - GAP .......................................................................................28 Stages of Group Action Plans……….. .........................................................................................29 Unit 5: Farmer Field School Learning Programme.................................................................34 Session 5: Developing FFS Phenology and Season long activity – the FFS Curriculum ..34 Topic 1. Crop Phenology .............................................................................................................34 Topic 2. FFS Schedule of FFS season long activities .................................................................36 Unit 6: CFS Participatory Monitoring and Evaluation ............................................................37 iv 1 Session 6: Participatory monitoring, evaluation and learning in CFS .................................37 Topic 1. Monitoring ......................................................................................................................37 Topic 2. Pre-test and post-test .....................................................................................................39 Topic 3. CFS Evaluation ..............................................................................................................40 Module 2: Climate- Resilient Farmer Field School Implementation .....................................41 Unit 7: Introduction to the Concept of agro-ecosystem ........................................................41 Session 7: Agro-Ecology ..........................................................................................................41 Topic 1. Understanding ecosystem .............................................................................................41 Topic 2: Understanding agro-ecosystem .....................................................................................42 Topic 3: Agro-ecosystem analysis (AESA) ..................................................................................43 Topic 4: Understanding Integrated Pest and Production Management .......................................46 IPPM Principles explained ...........................................................................................................46 Unit 8: Introduction to the concept of experimentation (participatory technology development) .................................................................................48 Session 8: Validation or comparative experiment for IPM ....................................................48 Unit 9: Introduction to the concept of farming as a family business ...................................49 Session 9: Farming as a family Business ...............................................................................49 Topic 1: What is a business? .......................................................................................................49 Topic 2: Entrepreneurs ................................................................................................................49 Topic 3: Farming as a business ...................................................................................................50 Topic 4: Farm business management .........................................................................................51 Topic 5: Farm Budgeting .............................................................................................................52 Topic 6: Analysis of farm business Risks .....................................................................................56 Unit 10: Introduction to the concept of Gender ......................................................................58 Session 10: Understanding the basic concepts of gender ...................................................58 Topic 1: What Gender means ......................................................................................................59 Session 11: Introduction to Gender Analysis Framework .....................................................60 Topic 1: Gender Analysis .............................................................................................................60 Topic 2: Gender and agriculture ..................................................................................................61 2 3 Module 3: Farmer Field School Post Implementation Follow up ..........................................63 Unit 11: Climate Resilient Farmer Field School Network Formation ....................................63 Session 12: Understanding a Farmer Field School Network ................................................63 Topic 1. What a Farmer
Load more

Recommended publications
  • Farmer Field Schools for Improving Farming Practices and Farmer Outcomes: a Systematic Review
    Campbell Systematic Reviews 2014:6 First published: 01 September 2014 Search executed: October 2012 Farmer Field Schools for Improving Farming Practices and Farmer Outcomes: A Systematic Review Hugh Waddington, Birte Snilstveit, Jorge Hombrados, Martina Vojtkova, Daniel Phillips, Philip Davies, Howard White Colophon Title Farmer Field Schools for Improving Farming Practices and Farmer Outcomes: A Systematic Review Institution The Campbell Collaboration Authors Waddington, Hugh Snilstveit, Birte Hombrados, Jorge Vojtkova, Martina Phillips, Daniel Davies, Philip White, Howard DOI 10.4073/csr.2014.6 No. of pages 335 Citation Waddington, H, Snilstveit, B, Hombrados, J, Vojtkova, M, Phillips, D, Davies, P and White, H. Farmer Field Schools for Improving Farming Practices and Farmer Outcomes: A Systematic Review Campbell Systematic Reviews 2014:6 DOI: 10.4073/csr.2014.6 ISSN 1891-1803 Copyright © Waddington et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Contributions The review was undertaken by Jorge Hombrados (JH), Daniel Phillips (DP), Birte Snilstveit (BS), Martina Vojtkova (MV) and Hugh Waddington (HJW). HJW and BS developed the study protocol. HJW led the quantitative effectiveness synthesis and compiled the overall systematic review report. BS led the qualitative synthesis of barriers and enablers. JH, BS, MV and HJW conducted the search, using EndNote reference management software. Decisions on inclusion for impact evaluation studies were made by JH and HJW, with conflicts resolved through discussion and consensus. Decisions on inclusion for qualitative impact evaluation studies were made by BS and MV, with conflicts resolved through discussion, with Philip Davies (PD) acting as an arbiter.
    [Show full text]
  • Farmer Field Schools-Beyond Agriculture and Rural Development
    1 | P a g e Farmer Field Schools: Beyond Agriculture and Rural Development By Alma Linda. C. Morales-Abubakar Over 55% of world’s total and 70% of world’s agricultural population live in the developing Asia- Pacific region. For these people, agriculture continues to be the means for inclusive and accelerated economic growth and livelihood security (APAARI, 2009). As such, the role of small farmers as producers of food and industrial raw materials, as consumers of goods and services, as managers of national resources and as citizens of their nations should not be taken for granted. Similarly, the contribution of smallholder agriculture on economic development and the importance of social, economic and cultural life on rural development should not be ignored. Farmers produce the food that feeds nations and yet, in many countries, they are at the bottom step of the food production ladder. Marketing systems generally do not work in their favour and farmers, often times, end up accepting whatever low price is offered for their produce. There are strategies that farmers can use to change this situation. They need to be able to analyze, understand and maximize their leverage regarding market factors. In many countries, debates often take place over issues that affect the livelihood of farmers. For example: the rights of farmers, access to land and water, decisions on cropping patterns, subsidies, and price supports. However, those who make decisions regarding these issues, do not always recognize or understand the interests of farmers. Farmers need to be able to understand the issues affecting their livelihood and participate in the debates on these issues to ensure that their interests are protected.
    [Show full text]
  • The Role of Farmer Field Schools in Adoption and Adaptation
    THE ROLE OF FARMER FIELD SCHOOLS IN ADOPTION AND ADAPTATION OF RECOMMENDED RICE PRODUCTION PRACTICES IN MVOMERO DISTRICT IN TANZANIA MSc (RURAL DEVELOPMENT AND EXTENSION) THESIS NYAMONGE KENYA LILONGWE UNIVERSITY OF AGRICULTURE AND NATURAL RESOURCES BUNDA COLLEGE MAY, 2016 THE ROLE OF FARMER FIELD SCHOOLS IN ADOPTION AND ADAPTATION OF RECOMMENDED RICE PRODUCTION PRACTICES IN MVOMERO DISTRICT IN TANZANIA NYAMONGE KENYA BA. (Rural Development), Tanzania A THESIS SUBMITTED TO THE FACULTY OF DEVELOPMENT STUDIES IN PARTIAL FULFILMENT OF REQUIREMENTS FOR AWARD OF THE DEGREE OF MASTER OF SCIENCE IN RURAL DEVELOPMENT AND EXTENSION LILONGWE UNIVERSITY OF AGRICULTURE AND NATURAL RESOURCES BUNDA COLLEGE MAY, 2016 DECLARATION I Nyamonge Kenya, do hereby declare that this thesis is a result of my own original effort and work, and that to the best of my knowledge, the findings have never been previously presented to Lilongwe University of Agriculture and Natural Resources or elsewhere for the award of any academic qualification. Where assistance was sought, it has been accordingly acknowledged. Nyamonge Kenya Signature: ___________________________ Date: ___________________________ i CERTIFICATE OF APPROVAL We, the undersigned, certify that this thesis is the result of author‟s own work, and that to the best of our knowledge, it has not been submitted for any other academic qualification within Lilongwe University of Agriculture and Natural Resources or elsewhere. The thesis is acceptable in form and content, and that satisfactory knowledge of the field covered by the thesis was demonstrated through an oral examination held on ……………………. Major Supervisor: Associate Prof. Charles Masangano Signature: _____________________________ Date: _____________________________ Supervisor: Associate Prof. Daimon Kambewa Signature: _____________________________ Date: _____________________________ Supervisor: Prof.
    [Show full text]
  • Promoting Sustainable Extension Approaches: Farmer Field School (FFS) and Its Role in Sustainable Agricultural Development in African
    Promoting Sustainable Extension Approaches: Farmer Field School (FFS) and its role in sustainable agricultural development in African. Professor Chigozie Asiabaka Department of Agricultural Economic and Extension, Federal University of Techology P.M.B 1526, Owerri, Nigeria. Email: [email protected] Tel: 23483234669 2348037219323 Abstract This paper discusses the concept of Farmer Field School and its role in a multidisciplinary research agenda for sustainable agriculture in Africa. The FFS as a group learning approach builds knowledge and capacity among farmers to enable them diagnose their problems, identify solutions and develop plans and implement them with or without support from outside. The paper suggests that a multidisciplinary research agenda will not only aim at technology development but will also seek ways of stakeholder participation in technology development, validation and dissemination. It concludes that this approach will not increase agricultural productivity; but it will also lead to sustainable agriculture in Africa. Introduction Agricultural technology can be defined as any behaviour or practice that involves the interaction of individuals within the production system. From the time farmers decide what to invest in farming until they sell their product, they perform a series of actions that are the product they know and what they think is best. Agricultural professionals such as extensionists, and researchers are also equipped with knowledge that in turn leads them to believe in the effectiveness of particular farm practice or technology. Consequently, those practice and /or behaviours applied by both farmers and agricultural professionals constitute agricultural technologies (CTTA, 1992). In traditional research and extension linkage system, however, agricultural technology development and transfer (TDT) have tended to be largely based on a vertical one-way communication model with information flowing from research to extension and the role of extension is to transfer the information to the farmers.
    [Show full text]
  • Is the Farmer Field School Still Relevant?
    NJAS - Wageningen Journal of Life Sciences 92 (2020) 100329 Contents lists available at ScienceDirect NJAS - Wageningen Journal of Life Sciences journal homepage: www.elsevier.com/locate/njas Is the farmer field school still relevant? Case studies from Malawi and T Indonesia Henk van den Berga,*, Jan Willem Ketelaarb, Marcel Dickea, Marjon Fredrixc a Laboratory of Entomology, Wageningen University, PO Box 16, 6700AA, Wageningen, the Netherlands b Regional Office for Asia and Pacific, Food and Agriculture Organization, Bangkok, Thailand c Plant Production and Protection Division, Food and Agriculture Organization, Rome, Italy ARTICLE INFO ABSTRACT Keywords: The capacity of farmers to adapt to changing environments is critical for sustainable, economically viable and Adult education resilient rural development. The Farmer Field School (FFS) was developed by FAO in the late 1980s to build Farmer field school farmers’ knowledge and skills for adaptive management. The FFS was subsequently implemented in over 90 Impact evaluation countries by a multitude of stakeholders. We conducted case studies in Malawi and Indonesia to answer con- Sustainable rural livelihoods temporary questions about the FFS, regarding its relevance at field level, its position in the institutional en- Rural development vironment, and its contribution to rural development. We show that the FFS remains relevant at field level, helping farmers to adapt their agricultural practices and livelihood situation to changing circumstances. Differences in institutional arrangements between the two countries highlight the importance of a coordinated support for the FFS. Long-term impacts were found at farmer and institutional level. This study provides insight into the FFS, regarding the causal factors of change, institutional factors, and the role in continued development.
    [Show full text]
  • Farmers Taking the Lead: Thirty Years of Farmer Field Schools
    Farmers taking the lead Thirty years of farmer field schools Farmers taking the lead Thirty years of farmer field schools Food and Agriculture Organization of the United Nations Rome, 2019 Required citation: FAO. 2019. Farmers taking the lead - Thirty years of farmer field schools. Rome Licence: CC BY-NC-SA 3.0 IGO. The designations employed and the presentation of material in this information product do not imply the expression of any opinion whatsoever on the part of the Food and Agriculture Organization of the United Nations (FAO) concerning the legal or development status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. The mention of specific companies or products of manufacturers, whether or not these have been patented, does not imply that these have been endorsed or recommended by FAO in preference to others of a similar nature that are not mentioned. The views expressed in this information product are those of the author(s) and do not necessarily reflect the views or policies of FAO. ISBN 978-92-5-131569-9 © FAO, 2019 Some rights reserved. This work is made available under the Creative Commons Attribution- NonCommercial-ShareAlike 3.0 IGO licence (CC BY-NC-SA 3.0 IGO; https://creativecommons.org/ licenses/by-nc-sa/3.0/igo/legalcode). Under the terms of this licence, this work may be copied, redistributed and adapted for non- commercial purposes, provided that the work is appropriately cited. In any use of this work, there should be no suggestion that FAO endorses any specific organization, products or services.
    [Show full text]
  • Systematic Review Summary 1 Farmer Field Schools From
    Hugh Waddington Farmer field schools Howard White From agricultural extension to adult education March 2014 Systematic Agriculture and adult education Review Summary 1 International Initiative for Impact Evaluation About 3ie The International Initiative for Impact Evaluation (3ie) was set up in 2008 to meet growing demand for more and better evidence of what development interventions in low- and middle-income countries work and why. By funding rigorous impact evaluations and systematic reviews and by making evidence accessible and useful to policymakers and practitioners, 3ie is helping to improve the lives of people living in poverty. 3ie Systematic Reviews 3ie-funded and in-house reviews examine the range of available evidence of the effects of social and economic development interventions in low- and middle-income countries. 3ie-supported systematic reviews follow Campbell Collaboration-recognised review methods. Published reviews are registered with the Campbell Collaboration or another recognised review registry. 3ie is providing leadership in demonstrating rigorous review methodologies for combining different types of evidence suitable for complex and dynamic development contexts and challenges, such as using theory-based review designs. About this summary report This report, Farmer field schools: from agricultural extension to adult education, 3ie Systematic Review Summary 1, is a summary of the full review that is designed to be useful to policymakers and practitioners. The full review and all of its appendixes will be available through the Campbell Collaboration in September 2014. All content is the sole responsibility of the authors and does not represent the opinions of 3ie, its donors or the 3ie Board of Commissioners. Any errors are the sole responsibility of the authors.
    [Show full text]
  • FARMER FIELD SCHOOLS and LOCAL AGRICULTURAL RESEARCH COMMITTEES: COMPLEMENTARY PLATFORMS for INTEGRATED DECISION-MAKING in SUSTAINABLE AGRICULTURE Ann R
    Network Paper No.105 Agricultural Research & Extension Network July 2000 FARMER FIELD SCHOOLS AND LOCAL AGRICULTURAL RESEARCH COMMITTEES: COMPLEMENTARY PLATFORMS FOR INTEGRATED DECISION-MAKING IN SUSTAINABLE AGRICULTURE Ann R. Braun, Graham Thiele and María Fernández Abstract Farmer field schools (FFS) and local agricultural research committees (CIALs) are participatory platforms for improving decision-making capacity and stimulating local innovation for sustainable agriculture. FFS offer community-based, non-formal education to groups of 20–25 farmers. Discovery-based learning is related to agroecological principles in a participatory learning process throughout a crop cycle. CIALs are a permanent agricultural research service staffed by a team of four or more volunteer farmers elected by the community. The committees create a link between local and formal research. Although the FFS and CIALs were initiated for different reasons and have different objectives, they have various commonalities: both focus on identifying concrete solutions for local problems, but they apply different styles of experimentation and analysis; both increase the capacity of individuals and local groups for critical analysis and decision-making; and both stimulate local innovation and emphasise principles and processes rather than recipes or technology packages. FFS fill gaps in local knowledge, conduct holistic research on agroecosystems and increase awareness and understanding of phenomena that are not obvious or easily observable. Their strength lies in increasing farmers’ skills as managers of agroecosystems. The strength of the CIALs lies in their systematic evaluation of technological alternatives and their ability to influence the research agendas of formal research and extension systems. Acknowledgements We would like to thank Peter Ooi, Bill Settle and Russ Dilts of the FAO technical team (who support the Indonesian national IPM programme) for information on FFS for IPM in rice.
    [Show full text]
  • Impact of Integrated Pest Management Farmer Field Schools on Health, Farming Systems, the Environment, and Livelihoods of Cotton Growers in Southern India
    Impact of Integrated Pest Management Farmer Field Schools on health, farming systems, the environment, and livelihoods of cotton growers in Southern India 2006 Promotoren: Prof. Dr. Ir. Ariena H.C. van Bruggen Hoogleraar in Biologische Bedrijfssystemen Wageningen Universiteit Co-promotoren: Prof. Dr. Janice L.S. Jiggins Gastmedewerker Leerstoelgroep Communicatie- en Innovatiestudies Wageningen Universiteit Dr. Ir. Aad J. Termorshuizen Universitair hoofddocent, leerstoelgroep Biologische Bedrijfssystemen Wageningen Universiteit Promotiecommissie: Prof. Dr. Ir. Arnold van Huis (Wageningen Universiteit, Wageningen, The Nertherlands) Prof. Dr. Jozsef Kiss (Szent Istvan University, Godollo, Hungary) Prof. Dr. William Settle (Food and Agriculture Organization of the United Nations, Rome, Italy) Dr. Kees Eveleens (voorheen Food and Agriculture Organization of the United Nations, Rome, Italy) Dit onderzoek is uitgevoerd binnen de C.T. de Wit Onderzoekschool ‘Productie Ecologie en Beheer van Natuurlijke Hulpbronnen’. Impact of Integrated Pest Management Farmer Field Schools on health, farming systems, the environment, and livelihoods of cotton growers in Southern India FRANCESCA MANCINI Proefschrift Ter verkijging van de graad van doctor op gezag van de rector magnificus van Wageningen Universiteit, Prof. Dr. M. J. Kropff, in het openbaar te verdedigen op vrijdag 21 april 2006 des namiddags te 13.30 uur in de Aula Francesca Mancini, 2006. Impact of IPM Farmer Field Schools on the environment, health and livelihoods of cotton growers in Southern India. Doctoral thesis, Biological Farming Systems Group, Wageningen University, The Netherlands. ISBN 90-8504-388-3 Abstract Crop productivity has increased worldwide since the late 1950s thanks to the modernisation of agriculture. However, many small-scale farming systems located in regions with limited ac- cess to resources have seen their profitability constrained by the intensification of input use.
    [Show full text]
  • Farmers Field School Methodology
    FARMERS FIELD SCHOOL METHODOLOGY TRAINING OF TRAINERS MANUAL FARMERS FIELD SCHOOL METHODOLOGY TRAINING OF TRAINERS MANUAL FIRST EDITION Author: Godrick Khisa1 June 2004 1 Project Coordinator Kenya, East African Integrated Production and Pest Management Farmer Field School Project/ FFS Master trainer (Specialist), FAO Kenya. FORWARD In any programme, company or activity to be undertaken, there is a need for all key players to gain a common vision and have relevant technical tools in place for the tasks at hand. In the private sector, studies show that up to one year of close apprentice like training is used when establishing new offices or factories. The case of agricultural programmes is not significantly different. Farmer Field Schools represent a significant step forward in agricultural education and extension. Traditional top-down technology transfer systems have a role in some aspects of agriculture development but human capacity building required for creation of independent commercialized farmers and farmer organizations needs new approaches. Farmer field schools still provide specific technical skills but also organizational skills and practice, analytical skills and practice, and basic group assets such as trust and confidence required for joint enterprises. Training of trainers is a cost-effective way to introduce new approaches that require new skills to trainers, facilitators and institution but leads to a common vision and common methodology for moving into new areas of extension and education. The vision inherent in farmer field schools is that trainers work along side farmers as advisors and facilitators, encouraging independence, analysis and organization. The farmer field school methods promote exploration, discovery and adaptation under local conditions.
    [Show full text]
  • Institutionalizing Farmer Field Schools
    FAO/Giulio Napolitano FAO/Giulio © A SHIFT IN GLOBAL PERSPECTIVE INSTITUTIONALIZING FaRMER FIELD SCHOOL OCCASIONAL PAPERS ON INNOVATION IN FaMILY FaRMING OCCASIONAL PAPERS ON INNOVATION IN FaMILY FaRMING A SHIFT IN GLOBAL PERSPECTIVE INSTITUTIONALIZING FaRMER FIELD SCHOOL Prepared by Delgermaa Chuluunbaatar and Jennifer Yoo Research and Extension Unit FOOD AND AGRICULTURE ORGANIZATION OF THE UNITED NATIONS ROME, 2015 The designations employed and the presentation of material in this information product do not imply the expression of any opinion whatsoever on the part of the Food and Agriculture Organization of the United Nations (FAO) concerning the legal or development status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. The mention of specific companies or products of manufacturers, whether or not these have been patented, does not imply that these have been endorsed or recommended by FAO in preference to others of a similar nature that are not mentioned. The views expressed in this information product are those of the author(s) and do not necessarily reflect the views or policies of FAO. ISBN 978-92-5-108948-4 © FAO, 2015 FAO encourages the use, reproduction and dissemination of material in this information product. Except where otherwise indicated, material may be copied, downloaded and printed for private study, research and teaching purposes, or for use in non-commercial products or services, provided that appropriate acknowledgement of FAO as the source and copyright holder is given and that FAO’s endorsement of users’ views, products or services is not implied in any way.
    [Show full text]
  • Impact of Educating Farmers About Biological Control in Farmer Field Schools
    _________________________________________________ Educating Farmers About Biological Control IMPACT OF EDUCATING FARMERS ABOUT BIOLOGICAL CONTROL IN FARMER FIELD SCHOOLS Peter A. C. OOI1 and Peter E. KENMORE2 1IPM and Agro-Biodiversity Specialist, c/o FAO RAP, Bangkok, Thailand, [email protected] 2Senior IPM Specialist and Coordinator of Global IPM Facility, AGPP, Rome, Italy, [email protected] ABSTRACT An Integrated Pest Management (IPM) Farmer Field School (FFS) is a field-based activity that lasts a full cropping season. A typical FFS meets once a week and 25-30 farmers partici- pate in an FFS. In addition to group dynamics activity and a special topic session, an FFS emphasizes scientific learning through experimentation. Biological control is discussed and confirmed by carrying out insect zoo studies. A common insect zoo in rice IPM FFS involves placing a lycosid spider among field collected Brown Plant Hopper (BPH) in a clear bottle. 277 Seeing is believing and perhaps for the first time, the concept of biological control is under- stood by resource-poor farmers. This process of educating farmers about biological control can be further enhanced by simple “exclusion cage” experiments. Learning about biological control was also achieved in Dalat, Vietnam, leading to an understanding of the selective action of the microbial insecticide Bacillus thuringiensis in man- aging the diamondback moth on cabbage. With the information from experiments and pilot studies, farmers were able to organize village-wide activities to conserve the population of Diadegma semiclausum (Hellen), a key larval parasitoid of Plutella xylostella (L.). Similar impacts were observed in cotton fields in China, India and Pakistan where popu- lations of pests were kept in check when FFS graduates did not carry out early sprays.
    [Show full text]